SUMMARY OF RESEARCH ON SELECT CLINICAL TEACHING METHODS
Research and Development in Medical Education: Faculty Development Key Educational Skills Workshop:
Clinical Teaching
ONE MINUTE PRECEPTOR
Summary of Research
 Preceptors using One Minute Preceptor (OMP) compared to non-OMP preceptors:
o Are equally or better able to diagnose patient
o Are better able to gauge the learner’s knowledge
o Are more confident in their ability to diagnose
o Rate the OMP teaching encounter as more effective & time efficient
o Are more likely to teach about illness focusing on a broader DDX, diagnostic tests, and the
natural presentation of disease.
 Preceptors show improved feedback after OMP workshop
 Students and residents rate OMP trained residents higher on getting a commitment, feedback,
motivating learners but not higher on overall teaching effectiveness
 Students prefer the OMP and learning about natural presentation of disease
References
 Aagaard EA, Teherani A, Irby DM. 2004. The effectiveness of the one minute preceptor model for
diagnosing the patient and the learner. Acad Med 79:42–49.
 EckstromE, Homer L, Bowen J.Measuring outcomes of a one-minute preceptor faculty development
workshop. J Gen Intern Med 2006;21:410-4.
 Furney S, Orsini A, Orsetti K, Stern D, Gruppen L, Irby DM. 2001. Teaching the one-minute preceptor: a
randomized controlled trial. J Gen Int Med 16:620–624.
 Irby DM, Aagaard EA, Teherani A. 2004. Teaching points identified by preceptors observing one minute
preceptor and traditional preceptor encounters. Acad Med 79:50–55.
 Neher JO, Gordon KC, Meyer B, Stevens N. 1992. A five-step ‘microskills’ model of clinical teaching. J Am
Board of Family Practice 5:419–424.
 Salerno SM, O’Malley PG, Pangaro LN, Wheeler GA, Moores LK, Jackson JL. 2002. Faculty development
seminars based on the one minute preceptor improve feedback in the ambulatory setting. J Gene Intern
Med 17:779–787.
 Teherani A, O’Sullivan P, Aagaard EA, Morrison EH, Irby DM.2007. Student perceptions of the One-Minute
Preceptor and Traditional Preceptor Models. Med Teach: 29: 323-7.
SNAPPS
Summary of Research
 SNAPPS learner-centered technique for case presentations:
o Facilitates Students’ expression of clinical diagnostic reasoning and case-based uncertainties
o Does not extend the usual length of the student case presentations.
o Helps students summarize patient findings concisely and thoroughly
 SNAPPS-trained students are more likely that non-SNAPPS trained students to:
o Express uncertainties and obtain clarification on cases seen.
o Present a limited differential diagnosis (on average, two hypotheses).
o Reason out loud, justifying their diagnostic hypotheses.
o Initiate patient management discussions.
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Discussions about case-related readings occurred only with SNAPPS students
References
 Wolpaw TM, Wolpaw DR, Papp KK. 2003. SNAPPS: a learner-centered model for outpatient education.
Acad Med 78:893–8.
 Wolpaw TM, Papp KK, Bordage G. 2010. Using SNAPPS to Facilitate the Expression of Clinical Reasoning
and Uncertainties: A Randomized Comparison Group Trial. Acad Med 84: 517-24.
EIGHT STEP PRECEPTOR (ESP)
Summary of Research
 Number of steps preclude faculty from using it fully
 Faculty using more ESP behaviors receive better ratings of teaching effectiveness
 More use of ESP behaviors does not significantly increase duration of precepting sessions
References
 Ottolini MC Ozah PO, Mirza N, Greenberg LW. 2010. Student Perceptions of Effectiveness of the
Eight Step Preceptor (ESP) Model in the Ambulatory Setting. Teach Learn Med 22; 97-101.
ADDITIONAL REFERENCES FOR RESEARCH ON CLINICAL TEACHING
Time Effective Strategies for Teaching
 Irby DM, Wilkerson L. Teaching when time is limited. BMJ. 2008;336:384–7.
Other
 Irby D. Teaching and learning in the ambulatory care setting: a thematic review of the literature. Acad
Med 1995;70:898-931.
 O’Malley PG, Kroenke K, Ritter J, Dy N, Pangaro L. 1999. What learners and teachers value most in
ambulatory educational encounters: a prospective, qualitative study. Acad Med 74:186–191.
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